Implications of gamification in mathematics education, an exploratory study

Abstract

The technological applications offered for education are varied, providing new learning possibilities. Gamification proposals for the classroom must be constantly monitored, since their development anduse does not ensure success in teaching. We study the impact of gamification in the teaching of mathematics, analyzing its role in the treatment of geometriccone and cylinderfigureswith 13 and 14 years oldstudents. From a descriptive quantitative approach of quasi-experimentaltype, with a control and pilot group and test application, a classicaland implicative statistical analysis is carried out, showing a higher percentage of correct answersfrom the pilot group, in the item on the relationship between the volume of the cone andthecylinder, with 96.3%, in contrast to 73.08% obtained by the control group. In addition, a behavior with a high level of similarity (84.4%) is shown between the use of virtual games and satisfactorily answeringthe items. This suggests that this educational medium can cause improvements in the learning of students who seem to be prone to its use.